Career and Calling Circles: Spaces of Belonging for First-Year Underrepresented Students

Autor/in	Riley, Chris M.
Titel	Career and Calling Circles: Spaces of Belonging for First-Year Underrepresented Students
Quelle	In: Christian Higher Education, 22 (2023) 3-4, S.200-211 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-3759
DOI	10.1080/15363759.2023.2220679
Schlagwörter	Sense of Community; College Freshmen; Disproportionate Representation; Legal Education (Professions); Program Development; Program Evaluation; Minority Group Students; First Generation College Students; Low Income Students; Student Personnel Services + Suchen Sie Ihr Suchwort? Studienanfänger; Juristischer Beruf; Programmplanung; Programme evaluation; Programmevaluation
Abstract	This article describes All Rise, a career and calling circle (CCC) designed to address first-year underrepresented pre-law college students' sense of belonging. The article focuses on how the practice was designed, developed, and evaluated. Although restorative practices such as the circle process have emerged in response to addressing student disciplinary issues on college campuses, little research exists as to how these approaches could be applied to proactively contribute to a sense of belonging. Specifically, this emerging intervention leverages the career interests of underrepresented (i.e., racially-minoritized, first-generation, and Pell-eligible) first-year students to create spaces that attempt to promote a sense of belonging. Understanding whether the CCC contributed to the participants' sense of belonging can assist pre-professional and career advisors, faculty, and administrators to more fully support underrepresented pre-professional students. The outcomes students reported from participating in this career and calling circle were that it made their professional goals more tangible and increased their confidence to pursue those goals, but also provided a safe space to connect with others. The results suggest that CCCs positively influenced students' sense of belonging both at the university and in their pre-professional journeys. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01